Reflections in and on Assessment

Abstract

Following the previous chapter on academic writing in service-learning, this chapter examines what students themselves think about assessment in service-learning. In order to do this, empirical evidence from my pedagogical research presents students’ reflections in and on their service-learning assessment. The assessment is outlined and explained, with particular attention paid to innovative summative co-assessment methods (Deeley, 2014) that are transferable to other academic courses and may contribute not only to the enhancement of students’ employability skills, competencies, and graduate attributes, but also to deep and lifelong learning.